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This page is dedicated to an analysis of the first section of Parmenides' Poem, the Way of Truth, with a selection of critical judgments by the most important commentators and critics. In the Annotated Bibliography I list the main critical editions (from the first printed edition of 1573 to present days) and the translations in English, French, German, Italian and Spanish, with a selection of studies on Parmenides; in future, a section will be dedicated to an examination of some critical (...) variants of the Greek text, with particular attention to corrections to the Diels-Kranz (abbreviated DK) edition of the Fragmente der Vorsokratiker. The fragments of Parmenides' Poem are cited according to Diels-Kranz numbering system as adopted in the 6th edition, Berlin 1952; the Poem is divided into three parts: the Proem fr. I, 1-32; the Way of Truth (Alethéia) from fr. II to VIII, 49, and the Way of Mortal Opinion (Doxa) fr. VIII, 50 to XIX, 3. (shrink)

Since the last decades of the 20th century the meaning and content of knowledge has dramatically changed. This necessitates adopting a historical perspective in ap­proa­ching the questions of knowledge. But so far all the efforts of putting knowledge in a historical perspective since Hegel’s historization of Spirit either suffer from the limitations of the presupposition of the One or fail to ground the historicity of knowledge on the history of coming-to-be and passing-away. Moving from Heidegger’s ‘history of Being’ toward the (...) Aristotelian understanding of coming-to-be and passing away as a process of becoming has the potential to open up new avenues in approaching the historical question of knowledge as well as establishing its relation with the never com­plete ground of the entities as its historical a priori condition of possibility. (shrink)

When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical (...) (1986). In response, Hirst insisted that theory, and particularly the philosophical theory of education, should be defined as a discrete area of study in itself, governed and structured by the axioms of logic. In this way, he argued, the philosophy of education would be no different from philosophy in general (at least in its analytic formulation). Carr, on the other hand, preferred to consider educational theory as a flexible event that took its shape from the landscape explored, and hence precisely not the kind of study that Hirst supported, but one based in action research and reflective practitioner experience. This debate is as yet unresolved. In this piece I begin by making several remarks about the current context for raising the question Hirst and Carr address, and I go on to consider other possible understandings of theoria in a Greek sense before developing this idea through a reading of Aristotle. I eventually conclude that each of the protagonists in the debate has taken a step too far. (shrink)

Modern logicians have sought to unlock the modal secrets of Aristotle's Syllogistic by assuming a version of essentialism and treating it as a primitive within the semantics. These attempts ultimately distort Aristotle's ontology. None of these approaches make full use of tests found throughout Aristotle's corpus and ancient Greek philosophy. I base a system on Aristotle's tests for things that can never combine (polarity) and things that can never separate (inseparability). The resulting system not only reproduces Aristotle's recorded results for (...) the apodictic syllogistic in the Prior Analytics but it also generates rather than assumes Aristotle's distinctions among 'necessary', 'essential' and 'accidental'. By developing a system around tests that are in Aristotle and basic to ancient Greek philosophy, the system is linked to a history of practices, providing a platform for future work on the origins of logic. (shrink)